Partou Stepping Stones Day Nursery & Pre-School

Stepping Stones Nursery Inspection report for early years provision

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Unique reference number EY392108 Inspection date 07/01/2010 Inspector Yvonne Campbell

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Setting address 155 Whitefield Road, BRISTOL, BS5 7UB

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Telephone number 01179 658241 Email littleacornsthornbury@yahoo.co.uk Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Stepping Stones Nursery opened in 2009 and is one of five nurseries privately run by a small group of individuals. It operates from two adjoining converted houses in the Speedwell area of Bristol, on a direct route to and from the city centre. The premises are accessible at ground level and babies are cared for on the first floor. Children have access to an enclosed outdoor play area to the rear of the premises.

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Description of the setting

The nursery opens each weekday from 8am to 6pm, all year round except for bank holidays. The nursery is registered on the Early Years Register. A maximum of 38 children aged from three months to under five years may attend the nursery at any one time. There are currently 66 children on roll. The nursery provides care for three and four-year-old children who receive funding for nursery education.

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Description of the setting

Eleven members of staff work with the children. Of these, the manager holds a Level 4 qualification in Children's Care, Learning and Development. Other staff have suitable Level 2 qualifications and are all working towards Level 3 qualifications.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

A comprehensive knowledge of the Early Years Foundation Stage framework ensures that staff are effective in creating a well resourced environment that successfully promotes children's learning and development. Children are kept safe through thorough safeguarding and risk assessment procedures and they are able to safely explore, and have new learning experiences in the nursery and also by regular involvement with facilities available in the local community. Partnerships with parents are established so the needs of children are met well and there is continuity of care for children between home and nursery. Ongoing self-evaluation by the management team is a key strength of the setting and necessary changes are made promptly in order to consistently maintain the high standard of care available to children and secure the confidence of parents.

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further?

To further improve the early years provision the registered person should:

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further?

 improve systems for assessments and ensure all evidence obtained from observations of children's individual learning is organised, analysed and provides up to date information on progress  reappraise the environment and ensure older children feel safe and have privacy when using the toilet facilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's well-being is safeguarded and promoted by thorough practices and procedures which are well established and known to all staff. The management team have systems in place for carrying out Criminal Records Bureau checks on all adults who have regular contact with the children. Information about checks is accessible for reference and is periodically renewed so all information held is up to date and relevant to the individuals concerned. Staff are clear about the action to take if they have concerns that child abuse may have taken place. Senior staff have completed training and the information is cascaded down to others. Additional procedures to protect children include strict procedures to remove the need for any use of mobile phones, also all photographs taken for observation of children's learning is first vetted by the nursery manager before approval for use.

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the early years provision

Self-evaluation of the provision is honest, ongoing and reflects a strong desire amongst the management team that both the learning environment and staff should excel in meeting the needs of children and the expectations of parents. Continuous improvement is maintained by purchasing interesting and stimulating resources and new information technology equipment has been purchased to further develop children's knowledge and understanding of the world, and help them learn skills for the future. Improvement of the outdoor area has also been prioritised by obtaining a grant to purchase a water feature. Staff continue their professional development by attending relevant courses and also through accessing internal training which meets their individual needs from the area manager.

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the early years provision

The setting is inclusive and children feel welcomed regardless of their ethnicity and backgrounds. Staff ensure that specific dietary needs are met and senior staff check to make sure that children have meals which reflect the wishes and instructions given by parents. The use of children's first language is facilitated during play and staff work with parents to ensure they know some key words which children may use. The manager is aware that some children have special educational needs. She is currently working with parents and staff to ensure all children have sufficient challenge in keeping with their individual stage of development. The setting is working well to establish links with the local schools, having organised visits from the reception teacher.

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the early years provision

Most children make good progress towards the early learning goals. Staff make and record regular observation of play. Individual activity plans are developed for observation of children's interests. Some observations in the baby room are very well set out in their learning records and are clear and easy for parents to understand. Along with information from parents about children's starting points and the nursery's own settling in records, this provides clear information and analysis of younger children's progress. However, some written and photograph evidence collected from observations of older children's learning has not been analysed and set out in their learning records. This means that though key staff have a clear understanding of each child's learning needs, this is not reflected in the learning records and parents cannot access the information independently. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Older children are happy and enjoy their play. They speak confidently to their peers and to adults and share their experiences using good vocabulary. Staff talk with children about what they are doing and they respond with genuine enthusiasm to children's interests in order to further develop conversation. Children who have English as an additional language join in story and song activities. Staff use effective resources such as well illustrated books and record music from DVDs. Children listen to the musical and verbal prompts and repeat familiar words and sounds.

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and outcomes for children

A range of interesting books are accessible at child height and children are developing the interest in different elements of books and they know what terms, such as illustrator and author, mean. Children have the opportunity to practise mark making and emerging writing skills in a number of situations. For example, different size crayons and writing equipment is available for children to self-select during free play. Children also practise making shapes and letters when exploring foam and some children can link letter sounds to their name. The use of Makaton signing by staff ensure that children, including babies, who have developed clearly spoken words are able to communicate their basic needs, such as sleep and drink, to adults.

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and outcomes for children

Children have regular opportunities for walks during which they exercise and explore and learn about the local community. They have trips to local shops and the nearby playing fields where they observe aspects of nature and changes in the environment. Staff ensure children benefit from spontaneous learning opportunities brought about by natural changes, such as the weather. For example, a large amount of snow is collected for children to explore the texture and how they can mould the material into balls. Children also express curiosity about why the material turns into water enabling staff to introduce the ideas about solid and liquid. Children are developing confidence in using information and technology equipment. They capture the learning environment using a digital camera and are learning how to reproduce their work by using a photocopier.

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and outcomes for children

Children are learning how to stay safe when hazards are present. They are familiar with the procedure for wearing a high visibility vest when they go out and staff ensure they holds hands and look right and left before they are taken across the road. Children are familiar with the procedure for leaving the building in an emergency as staff ensure fire drills are practised regularly and evaluated for effectiveness. Each member of staff has a specific role in ensuring children evacuate quickly if necessary. Risk assessments are given high priority and staff assess the indoor and outdoor environment and control measures are in place. However, children do not have sufficient privacy when using the toilet facilities and this may impact on their sense of feeling safe and the right to privacy during hygiene procedures.

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and outcomes for children

A varied range of activities and resources ensure children feel good about This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 themselves and are developing a positive attitude to the differences they observe in others. A range of activities and resources are provided and on occasion the view and input of parents is sought to enhance the provisions made by staff. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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